Before you got into leadership, did you expect you'd be doing so much speaking? It seems you're always talking--in faculty meetings and one-on-one evaluations; in PD sessions and department meetings; at parents' night and awards ceremonies; to colleagues, supervisors, and the school board; and in front of dozens or hundreds or just a webcam and a…

The ACTFL Proficiency Guidelines are descriptions of what individuals can do with language in terms of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed context. For each skill, these guidelines identify five major levels of proficiency: Distinguished, Superior, Advanced, Intermediate, and…

Designed to develop the reader's knowledge and skills, this book explores key issues such as communication, power relations, ethics, gender exclusion, sexuality, race discrimination, and social class in informal education in the youth work setting. The author places emphasis on conversation as a key means of promoting informal learning and…

This book is about the fundamental nature of talk in school science. Language as a formal system provides resources for conducting everyday affairs, including the doing of science. While writing science is one aspect, talking science may in fact constitute a much more important means by which people navigate and know the world--the very medium…

Discusses the concept of career education and how it applies to the communication field. Suggests: (1) there is no standard formula for preparing individuals for communication careers; (2) there is a growing public awareness of communication as a factor in career success; and (3) a dominant characteristic of communication careers is variety. (MS)

Discusses the criteria for a duplication review, the kinds of data provided, and the lessons learned from a duplication review of the speech communication program at Central Washington University. (MS)

Draws on experience at Worcester Polytechnic Institute to argue that recent trends in writing center theory and practice see literacy as a multimodal activity in which oral, written, and visual communication intertwine and interact. (NH)

Considers the interface of communication and instruction through: (1) a conceptual look at the areas of communication education and instructional communication; and (2) a description of the communication and instruction program at the University of Washington. (SR)

Describes the College of Communication Arts and Sciences at Michigan State University, the first in the United States. Discusses the strengths and weaknesses of the college and notes practical advice for administrators. (SR)

Describes use of total physical response as a teaching strategy in English-as-a-second-language classes. Students act out commands from teacher with no initial emphasis on oral production. This approach makes a lesson more real to students and physically involving them makes for more successful learning. (Author/BK)

Faculty offices shared by a department provide a forum for exchange of teaching ideas as well as a preparation area. (Author)

Describes some on-campus and off-campus marketing strategies used to promote a university communication training course. Includes a course syllabus and two memoranda related to the course's development. (MM)

Traces aspects of the evolution of interest in ethical issues by the National Communication Association (NCA), the effort to develop a Professional Code, and the development of the Credo for Ethical Communication adopted by the NCA Legislative Council November 6, 1999. Includes a copy of the Credo. (NH)

The Intensify/Downplay schema is a useful pattern for analyzing communication, persuasion, and propaganda. All people intensify and downplay as they communicate in words, gestures, numbers, and so on. But, "professional persuaders" have more training, technology, money, and media access than the average citizen. The three most common…

Describes the process of revising the Bachelor of Arts and Science degrees in the Department of Communication Studies at Eastern Washington University. Examines the conceptual base of a communication curriculum. Presents the sequence of a core curriculum and the core course contents. (MS)